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Neurodidactic Guide

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dc.audiencePúblico en general
dc.audienceEstudiantes
dc.audienceDocentes
dc.contributor.authorYepes Landinez, Yury Andrea
dc.coverage.spatialGlobal
dc.date.accessioned2025-07-07T15:38:43Z
dc.date.available2025-07-07T15:38:43Z
dc.date.issued2025-07-08
dc.descriptionBasada en principios neurodidácticos para el aprendizaje de lenguas extranjeras, esta guía comienza con una exhaustiva revisión bibliográfica en la que se analizan marcos teóricos y se integran aportaciones de expertos, considerando tanto perspectivas nacionales como internacionales. Posteriormente, se emplea un enfoque de métodos mixtos con énfasis cualitativo, que incorpora un cuestionario de preguntas abiertas, un grupo de discusión y la observación. Estos métodos se aplican a profesores en formación matriculados en el programa de Licenciatura en Lenguas Modernas de la UGC. Los resultados y conclusiones derivados de esta investigación informan y enriquecen las conclusiones generales presentadas en la guía.spa
dc.description.abstractBased on neurodidactic principles for foreign language learning, this guide begins with a comprehensive literature review that analyzes theoretical frameworks and integrates insights from experts, considering both national and international perspectives. Subsequently, a mixed-methods approach with a qualitative emphasis is employed, incorporating an open-ended questionnaire, a focus group, and observation. These methods are applied to pre-service teachers enrolled in the Bachelor's program in Modern Languages at UGC. The results and conclusions derived from this research inform and enrich the overall findings presented in the guide.en
dc.identifier.citationYepes Landinez, Y. A. (2025). Neurodidactic Guide [documento de trabajo n.° EDLE2]. Universidad La Gran Colombia.
dc.identifier.doihttps://doi.org/10.18634/doctrabajo/176
dc.identifier.urihttps://hdl.handle.net/11396/8849
dc.language.isoeng
dc.publisherUniversidad La Gran Colombia
dc.publisher.departmentCiencias de la Educación
dc.publisher.programLicenciatura en Lenguas Modernas Con Énfasis en Inglés
dc.relation.referencesAmerican University. (2023, 17 July). Supporting English language learners: Resources for educators and administrators. School of Education. https://soeonline.american.edu/blog/english-language-learners-resources/ Booster Thon. (2023, 3 May). 10 ways to thank teachers. Culture Corner. https://www.choosebooster.com/blog/10-ways-thank-teachers Centre for Teaching Excellence. (n.d.). Active learning activities. University of Waterloo. https://n9.cl/pp1dm Chesnais, N., Verret, C., & Cabagno, G. (2022, 28 June). Active breaks in elementary school: A tool to support the self-regulation of students with LDs. LD at School. https://www.ldatschool.ca/active-breaks/ Clare. (2021 8 January). 6 Peer to peer ESL activities and benefits. Ontesol. https://n9.cl/e25j3 Cohen, J. (2023). Priming the pump: Using movement to help facilitate language learning. English Australia Journal, 39(2), 49-56. https://www.englishaustralia.com.au/documents/item/2177 Gobernación del Atlántico. (2023). Programa de Bilingüismo. English week. https://n9.cl/rasf3 Gray, M. (2016, 13 July). Backup activities. ESL Classroom Tips. Reach to Teach Recruiting. https://www.reachtoteachrecruiting.com/blog/Backup-Activities Huang, L., Al-Rashidi, A., & Bayat, S. (2024). Teacher support in language learning: A picture of the effects on language progress, academic immunity, and academic enjoyment. BMC Psychology, 12, 124. https://doi.org/10.1186/s40359-024-01602-2 Infantes-Paniagua, Á., Silva, A. F., Ramirez-Campillo, R., Sarmento, H., González-Fernández, F. T., González-Víllora, S., & Clemente, F. M. (2021). Active school breaks and students’ attention: A systematic review with meta-analysis. Brain Sciences, 11(6), 675. https://doi.org/10.3390/brainsci11060675 Lander, N. J., Contardo Ayala, A. M., Mazzoli, E., Lai, S. K., Orr, J., & Salmon, J. (2024). Beyond “Brain Breaks”: A New Model for Integrating Classroom-Based Active Breaks. Journal of Physical Education, Recreation & Dance, 95(4), 22–30. https://doi.org/10.1080/07303084.2024.2308253 Loyola, S. W. (2017, 5 June). Authentic activities for the world language classroom. Edutopia. https://www.edutopia.org/blog/authentic-activities-world-language-classroom-sarah-loyola Stephens, D. (2025, 15 April). 10 thoughtful Teacher Appreciation Week ideas and gifts. Nearpod Blog. https://nearpod.com/blog/teacher-appreciation-week/ Success by Design. (2023). 29 strategies to increase student engagement. Success by Design, INC. https://www.successbydesign.com/blogs/news/student-engagement-strategies Unplan. (n.d.). Mastering the art of language grading. https://www.unplan.io/user-guide/mastering-the-art-of-language-grading Wahl, H. (2023, 11 May). 7 strategies to increase student engagement in elementary school. Kodable Education. https://n9.cl/47a5o York University. (n.d.). Self-reflection: Pedagogy that aids transition for higher-ed students. York University. https://www.yorku.ca/health/project/pat/self-reflection/spa
dc.subject.keywordexperiencia pedagógicaspa
dc.subject.keywordlenguas modernasspa
dc.subject.keywordneurodidácticaspa
dc.subject.keywordprofesores en formaciónspa
dc.subject.proposalmodern languagesen
dc.subject.proposalneurodidacticsen
dc.subject.proposalpedagogical experienceen
dc.subject.proposalpre-service teachersen
dc.titleNeurodidactic Guidespa
dc.typeworking paper
person.identifier.orcidhttps://orcid.org/0000-0002-4022-2383

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